Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning
This action-research was conducted in a public institution in the municipality of Rionegro with 28 second grade students for approximately one year. Its objective was to explore how the implementation of the Task-Based Learning Approach (TBL) could significantly improve the vocabulary learning proce...
- Autores:
-
Ospina Espinosa, Laura
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/48189
- Acceso en línea:
- https://hdl.handle.net/10495/48189
- Palabra clave:
- English language - Study and teaching (Secondary) - Spanish speakers
Inglés - Enseñanza secundaria - Estudiantes de habla española
Task analysis in education
Análisis de tareas en educación
Active learning
Aprendizaje activo
Meaningful learning
Aprendizaje significativo
Action research in education
Investigación activa en educación
Enseñanza basada en tareas (Enseñanza de lenguas)
English Language - Vocabulary - Study and Teaching
Inglés - Vocabulario - Enseñanza
http://id.loc.gov/authorities/subjects/sh2021012239
http://id.loc.gov/authorities/subjects/sh86002282
http://id.loc.gov/authorities/subjects/sh92000622
http://id.loc.gov/authorities/subjects/sh2022007197
http://id.loc.gov/authorities/subjects/sh86000267
ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
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Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning |
| dc.title.translated.none.fl_str_mv |
Explorando el impacto del enfoque de aprendizaje basado en tareas en el aprendizaje de vocabulario de los alumnos de segundo grado |
| title |
Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning |
| spellingShingle |
Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning English language - Study and teaching (Secondary) - Spanish speakers Inglés - Enseñanza secundaria - Estudiantes de habla española Task analysis in education Análisis de tareas en educación Active learning Aprendizaje activo Meaningful learning Aprendizaje significativo Action research in education Investigación activa en educación Enseñanza basada en tareas (Enseñanza de lenguas) English Language - Vocabulary - Study and Teaching Inglés - Vocabulario - Enseñanza http://id.loc.gov/authorities/subjects/sh2021012239 http://id.loc.gov/authorities/subjects/sh86002282 http://id.loc.gov/authorities/subjects/sh92000622 http://id.loc.gov/authorities/subjects/sh2022007197 http://id.loc.gov/authorities/subjects/sh86000267 ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos |
| title_short |
Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning |
| title_full |
Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning |
| title_fullStr |
Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning |
| title_full_unstemmed |
Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning |
| title_sort |
Exploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary Learning |
| dc.creator.fl_str_mv |
Ospina Espinosa, Laura |
| dc.contributor.advisor.none.fl_str_mv |
Álvarez Espinal, Sandra Milena |
| dc.contributor.author.none.fl_str_mv |
Ospina Espinosa, Laura |
| dc.subject.lcsh.none.fl_str_mv |
English language - Study and teaching (Secondary) - Spanish speakers Inglés - Enseñanza secundaria - Estudiantes de habla española Task analysis in education Análisis de tareas en educación Active learning Aprendizaje activo Meaningful learning Aprendizaje significativo Action research in education Investigación activa en educación |
| topic |
English language - Study and teaching (Secondary) - Spanish speakers Inglés - Enseñanza secundaria - Estudiantes de habla española Task analysis in education Análisis de tareas en educación Active learning Aprendizaje activo Meaningful learning Aprendizaje significativo Action research in education Investigación activa en educación Enseñanza basada en tareas (Enseñanza de lenguas) English Language - Vocabulary - Study and Teaching Inglés - Vocabulario - Enseñanza http://id.loc.gov/authorities/subjects/sh2021012239 http://id.loc.gov/authorities/subjects/sh86002282 http://id.loc.gov/authorities/subjects/sh92000622 http://id.loc.gov/authorities/subjects/sh2022007197 http://id.loc.gov/authorities/subjects/sh86000267 ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos |
| dc.subject.lem.none.fl_str_mv |
Enseñanza basada en tareas (Enseñanza de lenguas) |
| dc.subject.lemb.none.fl_str_mv |
English Language - Vocabulary - Study and Teaching Inglés - Vocabulario - Enseñanza |
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http://id.loc.gov/authorities/subjects/sh2021012239 http://id.loc.gov/authorities/subjects/sh86002282 http://id.loc.gov/authorities/subjects/sh92000622 http://id.loc.gov/authorities/subjects/sh2022007197 http://id.loc.gov/authorities/subjects/sh86000267 |
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ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos |
| description |
This action-research was conducted in a public institution in the municipality of Rionegro with 28 second grade students for approximately one year. Its objective was to explore how the implementation of the Task-Based Learning Approach (TBL) could significantly improve the vocabulary learning process of these students. They used to be exposed to a traditional methodology where they only focused on writing the translation and pronouncing the vocabulary orally. Actions developed included the implementation of one complete task cycle: pre-task, during task, and post-task. Data gathering instruments included vocabulary tests, teacher’s journals, students’ artifacts, video recordings, and audio recordings. Findings revealed that the implementation of TBL significantly improved students' learning, identification, and appropriation of vocabulary regarding its meaning, use and form. |
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2024 |
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2024 |
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2025-11-12T13:24:20Z |
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Trabajo de grado - Pregrado |
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Ospina Espinosa, L. (2024). Exploring the Impact of TaskBased Learning Approach on Second-Grade Students’ Vocabulary Learning [Trabajo de grado profesional]. Universidad de Antioquia, Carmen de Viboral, Colombia. |
| dc.identifier.uri.none.fl_str_mv |
https://hdl.handle.net/10495/48189 |
| identifier_str_mv |
Ospina Espinosa, L. (2024). Exploring the Impact of TaskBased Learning Approach on Second-Grade Students’ Vocabulary Learning [Trabajo de grado profesional]. Universidad de Antioquia, Carmen de Viboral, Colombia. |
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https://hdl.handle.net/10495/48189 |
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eng |
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eng |
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Arifin, M. N. (2018). Teaching speaking skills in the young learners’ classroom. Retrieved form https://www.researchgate.net/publication/327529276_Teaching_Speaking_Skills_in_the_Young_Learners’ _Classroom/link/5b936f0f299bf1473925d76e/download. Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of language Teaching and Research, 9 (4), 849-855. DOI: http://dx.doi.org/10.17507/jltr.0904.24 Bhandari, L. P. (2020). Task-based language teaching: A current EFL approach. Advances in Language and Literary Studies, 11(1), 1-5. https://doi.org/10.7575/aiac.alls.v.11n.1p.1 Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge. Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. The Language Learning Journal, 28 (1), 29–39. https://doi.org/10.1080/09571730385200181 Diamond, L., & Gutlohn, L. (2006). Teaching vocabulary. Retrieved from the Reading Rockets website: http://www. readingrockets. org/article/teaching-vocabulary. Ellis, R. (2003). Designing a Task-Based Syllabus. RELC Journal, 34(1),64–81. DOI: 10.1177/003368820303400105 Ellis, R. (2003). Task-based language learning and teaching. Oxford university press. https://doi.org/10.1017/9781108643689 Elmahdi, O. (2016). The Impact of Task-Based Approach on EFL Learner’s Performance. World Journal of Educational. Erlam, R., & Ellis, R. (2018). Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study. Canadian Modern Language Review,74(1),1–26. DOI: https://doi.org/10.3138/cmlr.3831. Erten, İ. H., & Altay, M. (2009). The effects of Task-Based group activities on Students'collaborative behaviours in EFL speaking classes. Journal of Theory & Practice in Education (JTPE), 5(1). Faraj, A. K. A. (2015). Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context. Journal of Education and Practice, 6(27), 10-19. https://eric.ed.gov/?id=EJ1077387 Gifford, F. (2013). How to enrich your vocabulary. New Delhi, Cyber Tech Publications, 1(2), 256-257. Hayati, A. M., & Mohammadi, M. (2009). Task-based instruction vs. translation method in teaching vocabulary: The case of Iranian-secondary school students. Iranian Journal of Language Studies, 3(2). 153-176 Hestetræet, T I. (2018). Vocabulary teaching for young learners. In The Routledge Handbook of Teaching English to Young Learners, 220–233. DOI: https://doi.org/10.4324/9781315623672 Hiebert, E. H., & Kamil, M. L. (Eds.). (2005). Teaching and learning vocabulary: Bringing research to practice. Routledge. Khamroeva, U. (2021). Developing vocabulary of efl learners through short-stories. Mental Enlightenment Scientific-Methodological Journal, 140-150. Retrieved from https://mentaljournal-jspu.uz/index.php/mesmj/article/view/108. McCarthy, M. (1990). Vocabulary. Oxford University Press. Municipio de Rionegro (13 de septiembre de 2019). Rionegro Bilingüe una apuesta para promover una segunda lengua y más oportunidades. Rionegro juntos avanzamos mas. https://rionegro.gov.co/es/noticias/rionegro-bilingue-una-apuesta-para-promover-una-segundalengua-y-mas-oportunidades/ Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge university press. 10. DOI: https://doi.org/10.1017/CBO9781139524759 Nunan, D. (2004). Task-based language teaching. Cambridge university press. DOI: https://doi.org/10.1017/CBO9780511667336 Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press. DOI: https://doi.org/10.1017/CBO9780511667305. Sari, N. L. R. T. A., Simpen, I. W., & Malini, N. L. N. S. (2020). Pronunciation errors in students english-speaking performance. Pronunciation errors in students English-Speaking performance, 58(1), 8. DOI: 10.47119/IJRP100581820201350 Paris, S. G., & Stahl, S. A. (2005). Children's reading comprehension and assessment. Routledge. Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal Kata: Penelitian Tentang Ilmu Bahasa Dan Sastra, 1(2), 182-191. DOI:10.22216/jk.v1i2.2136 Shintani, N. (2012). Input-based tasks and the acquisition of vocabulary and grammar: A processproduct study. Language Teaching Research, 16(2), 253–279. DOI:10.1177/1362168811431378 Uluçınar, U., & Dinç, E. (2021). Effectiveness of authentic performance tasks: The case of a special education course. Journal of Pedagogical Research, 5(2), 152-171. https://doi.org/10.33902/JPR.2021270069 Branden, K. V. D (2006). Task-based language education: From theory to practice. Language, 53(82). https://doi.org/10.1017/CBO9780511667282 Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52, 62. Young-Davy, B. (2014). Explicit Vocabulary Instruction. Ortesol Journal, 31, 26-32. https://files.eric.ed.gov/fulltext/EJ1152527.pdf Zhou, S. (2010). Comparing receptive and productive academic vocabulary knowledge of Chinese EFL learners. Asian Social Science, 6(10),14. DOI:10.5539/ass.v6n10p14. |
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Álvarez Espinal, Sandra MilenaOspina Espinosa, Laura2023Lat: 06 09 00 N degrees minutes Lat: 6.1500 decimal degrees Long: 075 22 00 W degrees minutes Long: -75.3667 decimal degreeshttp://vocab.getty.edu/page/tgn/1023956Rionegro2025-11-12T13:24:20Z2024Ospina Espinosa, L. (2024). Exploring the Impact of TaskBased Learning Approach on Second-Grade Students’ Vocabulary Learning [Trabajo de grado profesional]. Universidad de Antioquia, Carmen de Viboral, Colombia.https://hdl.handle.net/10495/48189This action-research was conducted in a public institution in the municipality of Rionegro with 28 second grade students for approximately one year. Its objective was to explore how the implementation of the Task-Based Learning Approach (TBL) could significantly improve the vocabulary learning process of these students. They used to be exposed to a traditional methodology where they only focused on writing the translation and pronouncing the vocabulary orally. Actions developed included the implementation of one complete task cycle: pre-task, during task, and post-task. Data gathering instruments included vocabulary tests, teacher’s journals, students’ artifacts, video recordings, and audio recordings. Findings revealed that the implementation of TBL significantly improved students' learning, identification, and appropriation of vocabulary regarding its meaning, use and form.PregradoLicenciado en Lenguas Extranjeras36 páginasapplication/pdfengUniversidad de AntioquiaLicenciatura en Lenguas ExtranjerasEl Carmen de Viboral, ColombiaEscuela de IdiomasCampus El Carmen de Viboralhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2English language - Study and teaching (Secondary) - Spanish speakersInglés - Enseñanza secundaria - Estudiantes de habla españolaTask analysis in educationAnálisis de tareas en educaciónActive learningAprendizaje activoMeaningful learningAprendizaje significativoAction research in educationInvestigación activa en educaciónEnseñanza basada en tareas (Enseñanza de lenguas)English Language - Vocabulary - Study and TeachingInglés - Vocabulario - Enseñanzahttp://id.loc.gov/authorities/subjects/sh2021012239http://id.loc.gov/authorities/subjects/sh86002282http://id.loc.gov/authorities/subjects/sh92000622http://id.loc.gov/authorities/subjects/sh2022007197http://id.loc.gov/authorities/subjects/sh86000267ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todosExploring the Impact of Task-Based Learning Approach on Second-Grade Students’ Vocabulary LearningExplorando el impacto del enfoque de aprendizaje basado en tareas en el aprendizaje de vocabulario de los alumnos de segundo gradoTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fhttp://purl.org/redcol/resource_type/TPTexthttp://purl.org/coar/version/c_b1a7d7d4d402bcceinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/draftArifin, M. N. (2018). Teaching speaking skills in the young learners’ classroom. Retrieved form https://www.researchgate.net/publication/327529276_Teaching_Speaking_Skills_in_the_Young_Learners’ _Classroom/link/5b936f0f299bf1473925d76e/download.Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of language Teaching and Research, 9 (4), 849-855. DOI: http://dx.doi.org/10.17507/jltr.0904.24Bhandari, L. P. (2020). Task-based language teaching: A current EFL approach. Advances in Language and Literary Studies, 11(1), 1-5. https://doi.org/10.7575/aiac.alls.v.11n.1p.1Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. The Language Learning Journal, 28 (1), 29–39. https://doi.org/10.1080/09571730385200181Diamond, L., & Gutlohn, L. (2006). Teaching vocabulary. Retrieved from the Reading Rockets website: http://www. readingrockets. org/article/teaching-vocabulary.Ellis, R. (2003). Designing a Task-Based Syllabus. RELC Journal, 34(1),64–81. DOI: 10.1177/003368820303400105Ellis, R. (2003). Task-based language learning and teaching. Oxford university press. https://doi.org/10.1017/9781108643689Elmahdi, O. (2016). The Impact of Task-Based Approach on EFL Learner’s Performance. World Journal of Educational.Erlam, R., & Ellis, R. (2018). Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study. Canadian Modern Language Review,74(1),1–26. DOI: https://doi.org/10.3138/cmlr.3831.Erten, İ. H., & Altay, M. (2009). The effects of Task-Based group activities on Students'collaborative behaviours in EFL speaking classes. Journal of Theory & Practice in Education (JTPE), 5(1).Faraj, A. K. A. (2015). Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context. Journal of Education and Practice, 6(27), 10-19. https://eric.ed.gov/?id=EJ1077387Gifford, F. (2013). How to enrich your vocabulary. New Delhi, Cyber Tech Publications, 1(2), 256-257.Hayati, A. M., & Mohammadi, M. (2009). Task-based instruction vs. translation method in teaching vocabulary: The case of Iranian-secondary school students. Iranian Journal of Language Studies, 3(2). 153-176Hestetræet, T I. (2018). Vocabulary teaching for young learners. In The Routledge Handbook of Teaching English to Young Learners, 220–233. DOI: https://doi.org/10.4324/9781315623672Hiebert, E. H., & Kamil, M. L. (Eds.). (2005). Teaching and learning vocabulary: Bringing research to practice. Routledge.Khamroeva, U. (2021). Developing vocabulary of efl learners through short-stories. Mental Enlightenment Scientific-Methodological Journal, 140-150. Retrieved from https://mentaljournal-jspu.uz/index.php/mesmj/article/view/108.McCarthy, M. (1990). Vocabulary. Oxford University Press.Municipio de Rionegro (13 de septiembre de 2019). Rionegro Bilingüe una apuesta para promover una segunda lengua y más oportunidades. Rionegro juntos avanzamos mas. https://rionegro.gov.co/es/noticias/rionegro-bilingue-una-apuesta-para-promover-una-segundalengua-y-mas-oportunidades/Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge university press. 10. DOI: https://doi.org/10.1017/CBO9781139524759Nunan, D. (2004). Task-based language teaching. Cambridge university press. DOI: https://doi.org/10.1017/CBO9780511667336Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press. DOI: https://doi.org/10.1017/CBO9780511667305.Sari, N. L. R. T. A., Simpen, I. W., & Malini, N. L. N. S. (2020). Pronunciation errors in students english-speaking performance. Pronunciation errors in students English-Speaking performance, 58(1), 8. DOI: 10.47119/IJRP100581820201350Paris, S. G., & Stahl, S. A. (2005). Children's reading comprehension and assessment. Routledge.Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal Kata: Penelitian Tentang Ilmu Bahasa Dan Sastra, 1(2), 182-191. DOI:10.22216/jk.v1i2.2136Shintani, N. (2012). Input-based tasks and the acquisition of vocabulary and grammar: A processproduct study. Language Teaching Research, 16(2), 253–279. DOI:10.1177/1362168811431378Uluçınar, U., & Dinç, E. (2021). Effectiveness of authentic performance tasks: The case of a special education course. Journal of Pedagogical Research, 5(2), 152-171. https://doi.org/10.33902/JPR.2021270069Branden, K. V. D (2006). Task-based language education: From theory to practice. Language, 53(82). https://doi.org/10.1017/CBO9780511667282Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52, 62.Young-Davy, B. (2014). Explicit Vocabulary Instruction. Ortesol Journal, 31, 26-32. https://files.eric.ed.gov/fulltext/EJ1152527.pdfZhou, S. (2010). Comparing receptive and productive academic vocabulary knowledge of Chinese EFL learners. Asian Social Science, 6(10),14. 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